The Modeling Designs for Learning Science (MoDeLS)

MoDeLS project, funded by the National Science Foundation's Instructional Materials Development program, i s working to develop a theoretically-grounded and empirically-supported learning progression for late elementary and early middle school students with regard to their modeling practices and metamodeling knowledge.

MoDeLS is refining or developing modeling-enhanced curriculum materials for students and teachers in these gr ades, and exploring students' learning using these materials.

MoDeLS works with preservice and classroom elementary and middle school teachers to develop the expertise needed to engage students in scientific modeling, and explores the teachers' learning.

MoDeLS uses a mix of qualitative and quantitative research methods. Case studies following classroom discourse analysis show explicit metamodeling knowledge discussions. Observations of students' engagement with the modeling practice, Focus Groups and Individual interviews are also part of the qualitative research methodology.  Assesment Items and Construct maps are used as part of the quantitative methodology to test and validate the Learning Progressions.


One of the journal's top downloads and selected for inclusion at the Research Dissemination Conference at NSTA 2010 !!

journal image Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Schwarz, C.V., Reiser, B.J., Davis, E.A., Kenyon, L., Acher, A., Fortus, D., Shwartz, Y, Hug, B., & Krajcik, J. (2009).Journal of Research in Science Teaching 46, 632–654.
Click Here to Link to the Journal Online

NARST 2010

MoDeLS Group Presentations

Click Here to Download a Schedule of Presentations

Applying a Consensus Model

5th grade students observed a solar still and developed a consensus model of evaporation. They then drew their observations with accompanying text to explain the model.